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Knowledge: Teamwork and professional collaboration transcript.
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4.02 Skills Teamwork and professional collaboration. Transcript (CO1, CO2, CO4, WO1 to WO6) "A successful team is a group of many hands in one mind." - Bill Bethel Skills you need for teamwork, communication, and professional collaboration involve lifelong learning. Critical thinking is needed as well as self-reflection to find gaps in skills to fill. Key elements to train communication skills and improved teamwork and collaboration include:
improved communication, and reduces staff conflict. Supportive relationships are need in Academia so they initiated training at the student level using the Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS). They measured the impact of learning three times over 18 months and found the use of this training with students improved leadership, communication, teamwork, collaboration, and conflict resolution. Allert et al. (2022) studied the impact of problem-based learning on learning teamwork and collaboration for student nurses. Problem-based learning is working toward either understanding or resolving a healthcare problem. Effective teamwork and collaboration improve quality and healthcare safety. Sustainability in learning and building on skill is critical. This focus works best when the team is resilient and caring. Valdes et al. (2021) studied the use of escape room simulation-based education on learning communication, teamwork, and leadership. Escape room learning allows participants to complete critical thinking projects as a group with a time limit. The study showed a positive outcome for learning as students had a safe place to make mistakes and try new things without risk. Escape rooms generated intrinsic motivation and improved attitudes and social skills for those engaged in the process. Blended learning should bring in the theory but build on prior learning. Kerr et al. (2021) did a study with 18 nurses based on a web-based Blended Communication Skills Training Program for Nurses (CSTN). The program was geared to improve skills with individuals having terminal illness or challenging medical issues such as addiction or anorexia. The study showed an increase in communication skills knowledge, improved articulation of empathy, improved communication with patient with stressful challenges, and an increase in self- efficacy in use of communication skills. Nurses learn to comfortably say to patients ‘tell me more’. Nurses using appropriate communications skills are more efficient and show more empathy so that will possibly improve patient satisfaction with care. Kottorp et al. (2019) did a study to create both a long (27 question) and a short ( questions) assessments on nurse self-efficacy. Both demonstrated validity so it might be valuable to find who has gaps in self-efficacy and provide specific training for them. The 9 question survey is at https://vcha.uic.edu/wp- content/uploads/sites/169/2021/11/IPECC-SET-9.pdf Berghout (2021) noted also that when nurses collaborate and communicate effectively patients have better health outcome. They noted that nursing students should learn interprofessional collaboration while in BSN education. Experts note that the initial step in integrating interprofessional education into the
TeamSTEPPS. Journal of Nursing Care Quality , 36 (3), 285–290. https://doi.org/10.1097/NCQ. Kerr, D., Milnes, S., Martin, P., Ammentorp, J., Wolderslund, M., & Chiswell, M. (2021). Responding to nurses’ communication challenges: Evaluating a blended learning program for communication knowledge and skills for nurses. Patient Education and Counseling. https://doi.org/10.1016/j.pec.2021.11. Kottorp, A., Keehn, M., Hasnain, M., Gruss, V., & Peterson, E. (2019). Instrument refinement for measuring self-efficacy for competence in interprofessional collaborative practice: Development and psychometric analysis of IPECC-SET 27 and IPECC-SET 9. Journal of Interprofessional Care , 33 (1), 47–56. https://doi.org/10.1080/13561820.2018. Matshaka. L. (2021). Self-reflection: A tool to enhance student nurses’ authenticity in caring in a clinical setting in South Africa. International Journal of Africa Nursing Sciences , 15 , 100324. https://doi.org/10.1016/j.ijans.2021. Park, J. H. (2021). The effect of the self-reflection promotion program in non- face-to-face video classes due to COVID-19. International Journal of Advanced Culture Technology (IJACT) , 9 (4), 188–193. Valdes, B., Mckay, M., & Sanko, J. S. (2021). The impact of an escape room simulation to improve nursing teamwork, leadership and communication skills: A pilot project. Simulation & Gaming , 52 (1), 54–61. https://doi.org/10.1177/ van de Mortel, T., Billett, S., Armit, L., Frommolt, V., Mitchell, C., Mitchell, M., Shaw, J., & Grealish, L. (2021). Developing intersubjectivity and teamwork skills through learning circles on clinical placement: A mixed methods study. Nurse Education in Practice , 56 , 103214–103214. https://doi.org/10.1016/j.nepr.2021.